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Learning to Think Spatially (2006) / Chapter Skim
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11 The Spatial Thinker
Pages 237-242

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From page 237...
... . The similarities with Jerome Bruner's work are clear: the contrast between passive knowledge receipt versus active learning; the focus on describing and understanding spatial patterns; the search for multiple explanations; the process of collaborative learning; and above all, the excitement of success.
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From page 238...
... The WHO wanted the IMR Task Force to identify the programs that would be most likely to result in reductions in the high infant mortality rates. Among WHO's program options were providing immunization against preventable childhood diseases, creating public service messages on radio and television regarding key health issues, funding the construction of sanitation systems for water and sewage, training more doctors and nurses, and expanding opportunities for elementary and secondary education.
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From page 239...
... per day, percent of one-year-olds immunized against common childhood diseases, population per doctor, life expectancy, female literacy rate, male literacy rate, and per capita gross national product (GNP)
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From page 240...
... That program is inexpensive, and it will reduce infant mortality now, not ten years from now." The GIS-based classroom presentations by each Task Force group provided clear evidence that the project had fostered appreciation for and new understanding about the complex and interrelated factors that contribute to high rates of infant mortality in sub-Saharan Africa. Not only did students appreciate the complexity of causal variables, but they also recognized the myriad obstacles and problems associated with eliminating those causes.
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From page 241...
... Spatial thinking is not an add-on but a missing link across the curriculum. Thus, integration and infusion of spatial thinking can help to achieve existing curricular objectives.
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